MY CALENDAR contact info home page
Mrs. Spriggs' English Website
Mrs. Spriggs' English Website
Daily Plans
Daily Plans
English I
English I
English II- World Literature
English II- World Literature
English III- American Literature
English III- American Literature
English IV-British Literature
English IV-British Literature
Writing Resources
Writing Resources
Grammar, Vocabulary, and Spelling
Grammar, Vocabulary, and Spelling
AP Language and Composition
AP Language and Composition
» 2011 AP Language Exam Review
» AP Exam Test Prep
» AP Language and Composition Terms
» AP Exam: The Essays
» Essay & MC Conversion Grades
» Rhetorical/Stylistic Analysis Essay
» Queen Elizabeth Rhetorical Analysis Essay Notes
» Rhetorical Analysis Essay 'Shell'
» What is a Writer's Style?
» Lessons Learned: Midwest Rhetorical Analysis
» Argumentative Writing: Synthesis and Position
» Format for a '9' Paper
» Improving Your Writing Style
» AP Language: Multiple Choice Overview
» College Board: AP Exam
» CB's Released AP Exams
» AP Language FAQ's for Students and Parents
» AP Language Writing Assignments
» AP Language Online Practice Exams
» AP Language Essays and Excerpts
» AP Language Teaching Resources
AP Literature
AP Literature
Poetry
Poetry
Shakespeare
Shakespeare
My Message Board
My Message Board
Information for Students
Information for Students
Classroom Teaching Resources
Classroom Teaching Resources
My Blog
My Blog
My Forms
My Forms
SAT and ACT Resources
SAT and ACT Resources
AP Language and Composition » AP Exam Test Prep » AP Exam: The Essays » Rhetorical/Stylistic Analysis Essay » Rhetorical Analysis Essay 'Shell'

Rhetorical Analysis Essay 'Shell' Rhetorical Analysis Essay 'Shell'

AP Rhetorical Analysis Essay Writing Shell

This is a "shell" to get your essay started.  Think of it as your essay underwear-I'm giving you the basics (socks, unmentionables) so that you're not "running naked" on the day of the AP exam.  However, you will "dress" your essay and create your own writing style with your syntax, diction, use of details, and use of rhetorical strategies.  Dress to impress!

Introduction: Addresses the prompt. Include the author, title of work, audience, and context. Clear thesis with three main ideas listed from weakest to strongest.

1st Body Paragraph: Initially, explain first idea (strong!) of thesis.  For example, provide specific example.  So What? Elaborate.  Likewise, provide evidence of second example.  So What? Elaborate.  Additionally, provide evidence of third example.  So What? Elaborate.

2nd Body Paragraph: Furthermore, second idea (stronger!) of thesis.  For instance, provide specific example.  So What? Elaborate.  Similarly, provide second example.  So What? Elaborate. Moreover, provide evidence of third example. So What? Elaborate.

3rd Body Paragraph: Ultimately, third idea (strongest!) in thesis.  In particular, list specific example. So What? Elaborate.  Specifically, list second example.  So What? Elaborate. In addition, provide evidence of third example.  So What? Elaborate.

Conclusion: In Conclusion, restate thesis in new, fresh way (or repeat if running out of time/brain cells).






Mrs. Spriggs' English Website
Green Hope High School
Wake County Public Schools
2500 Carpenter Upchurch Road
Cary, NC 27519